An Inclusive Curriculum adopting a Personalised Learning Model from Early Years to Post 16

 

  • MKA adopts a pedagogy of personalisation where all children and young people are expected to reach or exceed UK national expectations, to fulfil their early promise and develop latent potential.
  • Planning for progression and differentiation are fundamental.
  • High expectations of progress apply equally to children and young people working above, at, or below age-related expectations, including those who have been identified as having special educational needs.
  • There is an expectation of participation, fulfilment and success; and teaching and learning is characterised by ambitious objectives, challenging personal targets, rapid intervention to keep pupils on trajectory and rigorous assessment to check and maintain pupil progress. There are clear plans to support those who are struggling to maintain trajectory. 
  • Personalised teaching and learning, is defined by Christine Gilbert in the landmark report of the Teaching and Learning in 2010 (UK) Review as:

“taking a highly structured and responsive approach to each child’s and young person’s
learning, in order that all are able to progress, achieve and participate. It means
strengthening the link between learning and teaching by engaging pupils – and their parents – as partners in learning”.

The Primary Department

Early Years

Working together
Working together
Swimming is an integral  part of PE
Swimming is an integral part of PE

Our Early Years Foundation Stage is for children from 4 years to 6 years.
The Early Years curriculum focuses on the following 6 areas of learning:

  • Communication, Language & Literacy
  • Problem Solving, Numeracy and Reasoning
  • Personal Social & Emotional
  • Knowledge and Understanding of the World
  • Creative Development
  • Physical Development

The class have timetabled sessions with both our  Art and Music teachers and an opportunity to swim once or twice a week  with our PE instructor.


Assessment (APP) is ongoing and is built into all activities so that a child’s development is nurtured and fostered.

A Home/School book forms a link between home and school so that both parents/carers and teachers can communicate daily.

 

For more information on the Autistic Spectrum Disorder please click here

Keystages 1 & 2

Keystage 1 pupil
Keystage 1 pupil
All classrooms have Interactive White Boards
All classrooms have Interactive White Boards

 

 

  • KS1 - years 1 & 2 for children aged 6 to 7 years

 

  • KS2 - years 3, 4,5 & 6  for children aged 8 to 11 years
Design & Technology - Jewelry making
Design & Technology - Jewelry making


Teaching and learning focuses on:

Core Curriculum:  Numeracy, Literacy, Science, PSHE & C (Personal, Social, Health, Emotional & Citizenship), PE, Social Studies (through themed Projects) , MFL (Modern Foreign Languages) - currently French

Creative Curriculum:  Drama, Art, Music, Movement/Dance, Design & Technology

 

Keeping on track with progress and target setting

 Some students work with an individualised plan of learning (IEP), with termly targets set towards the learning objectives in their IEP.

Termly progress reports are made and shared with parents in individual consultations

Parents/carers are invited to an Annual Review where a detailed report on each area of learning is prepared and the IEP is reviewed and set for the next academic year.

 

Other students follow schemes of work delivered by their teachers through detailed lesson plans. These students receive a termly report card where their acheivement (including formal testing) across the curriculum is marked and graded according the UK National Curriculum levels.

An Annual Parent Conference is planned to discuss overall progress

 

Assessment (APP) is ongoing and is built into all activities so that a child’s development is nurtured and fostered. 

A Home/School book forms a link between home and school so that both parents/carers and teachers can communicate daily.

Black Hollyhocks on their way for their school journey to Tornu, Volta Region
Black Hollyhocks on their way for their school journey to Tornu, Volta Region

Every class has the opportunity to go on at least one residential per school year.

This year students went to a village in Tornu, in the Volta Region.

They stayed at MIdogo, where they had a chance to get to learn about rural life in Ghana. This work formed part of their school project.

Table Tennis Tournament underway
Table Tennis Tournament underway

Accredited By:

Cambridge International Examination logo
Cambridge International Examinations
ASDAN Education logo
ASDAN Education